Facts About Numbers. CurriculumFraming Questions. At a Glance


 Randolph Mills
 1 years ago
 Views:
Transcription
1 Facts About Numbers Unit Summary This Unit provides students with meaningful learning experiences for them to be to appreciate the importance of Statistics in making decisions. Working in groups, students act as members of a marketing research division of a shampoo company. Their task is to identify and propose in which nighttime television series program they should schedule the commercial of their product. To accomplish this task, each group conducts a simple survey on the television series preference of people in their neighborhood. Knowing the most preferred or the most watched nighttime television series will help each group decide where to schedule the commercial. In the process of doing this, students learn to develop a simple survey questionnaire, use a particular sampling technique, conduct a survey, organize and process their data using spreadsheet, describe their data using mean, median and mode, and present their proposal in class, supported by the results of their survey. At a Glance Grade Level: 10 (4th year high school) Subject: Mathematics Time Needed: 11 class meetings (one hour per meeting) Things You Need Standards Resources After the presentations of the proposal of each group, the teacher then discusses further the results of the survey applying some measures of variability that will help describe more accurately the data. CurriculumFraming Questions Essential Question Who decides for us? Unit Questions What does Statistics tell us? How does Statistics help us decide?
2 Content Questions How is sampling done? What are the different sampling techniques used? How are data organized and presented? When do we use mean, median, and mode? How do measures of variability help us describe our data? Instructional Procedures A month before the Unit Check if the class(es) is/are knowledgeable already in using a spreadsheet and a presentation software. If not yet, request the computer teacher (if your class(es) have a computer subject) to teach your students how to use the above mentioned applications or teach them as they do their project. If class(es) does not/do not have a computer subject, teach them as they do their project. Prepare the presentation on the overview of the Unit and the project. Develop activities on: variables and data types mean, median, and mode range and standard deviation Run through each activity for proper sequencing and to check if activities are designed and planned well. Coordinate with the person incharge of the schedule for the use of the computer laboratory for your class. Send a letter to the parents informing them of the project. Prepare also a letter for students barangays, requesting for permission for the students to conduct the survey. Approved copy of this letter can be shown to the respondents as your students do their interview. Plan how students will be grouped for the project. Group students such that different groups have different respondents. This can be done by grouping students coming from the same barangay or who are from neighbouring barangays. Class Meetings 1 to 2 Venue: Classroom with teacher computer and multimedia projector or in the computer lab Present an overview (PPT 93.5KB) of the unit what the unit will cover, what activities students will do in the course of the unit, and the outputs students need to come up with in doing the activities.
3 Start the lesson with a motivational activity for example, show students some articles with data in graphs and tables then ask them how these graphs and tables help describe the data. This should be a session where the teacher is more of a facilitator asking students a series of questions leading them to realize the importance of statistics in giving meaning to a set of data. Briefly discuss the meaning, history, and elements of statistics. After which, introduce students to the types of variables and data. This is important in deciding what measure of central tendency to use in processing their data. Discuss with students the basic sampling techniques (random, stratified, systematic, and cluster). Start by presenting examples that make use of the different sampling techniques. Have an activity with students where different scenarios are presented and students identify which sampling technique is best to use and they also explain their choice of sampling technique. Present the groupings and the guidelines (PPT 61KB) for their group presentation, including the purpose of conducting the survey and what they should include in their proposal. At this time, present also the evaluation tools (DOC 38.5KB) to the students. This will guide the students how to create/develop their outputs such that it will meet the criteria stipulated in the evaluation tools. The rest of the time will be spent on planning for the project. Distribute a guide (DOC 88KB) on how students should conduct the survey. Class Meeting 3 Venue: Classroom or in the computer lab This meeting will be devoted to further planning, like each group designing their simple questionnaire for the survey. Monitor progress of the plan of each group and check if each group is doing the right thing especially in sampling and in making their simple questionnaire. At the end of this meeting, each group should submit a copy of their timetable of activities and their plan. Plan should include description of the sampling technique used and copy of their questionnaire. If the class will work without a computer, plans need not be encoded using a word processing software. After this meeting, each group can start conducting the survey. Class Meetings 4 to 7 Venue: Computer lab and field In this meeting, students do a series of activities on the following: how data are organized focusing on constructing a frequency distribution table for a set of data
4 computing for the mean, median and mode The activity will also allow students to do simple investigations such as: What will happen to the mean, median, and mode if there are extreme values (or outliers)? What if the datum is increased by 3? Multiplied by 3? What happens to the mean, median, and mode? Process the results of the activity. As students process their data, they also develop a coding scheme (DOC 31.5KB) for this which is also one requirement of the project as stipulated in the guidelines. Wrap up the session with a discussion on what are measures of central tendency and how they help us summarize a set of data. This time can also be devoted to demonstrating to students how to organize and graph data in a spreadsheet, how to get the mean, median, and mode using a spreadsheet, and in creating a simple presentation. This will be done especially if students have no knowledge on spreadsheet and presentation tools yet. Part of the time can be spent also on data collection. If some groups are done with the survey, they can start consolidating their data. Ensure that students have access to the computer laboratory during these meetings. Each group consolidates the data that each member collected then summarizes them in a table using spreadsheet. The worksheet (XLS 41KB) they will create using spreadsheet should contain the frequency distribution tables for their set of data and other results of their processed data. Part of the time will be spent also in developing the presentation of each group s proposal. Class Meetings 8 to 9 Venue: Computer lab Presentation of each group. Proposal (PPT 286KB) must show their group s proposed time slot for their commercial supported by findings of their survey (with graphs and tables) how they conducted the survey the sampling used and why, and the questionnaire used. During the presentation, students can also present findings on the demographics of respondents which helped them also with their decision on the time slot, like most of the respondents who watched during this time are mothers who are the most likely to buy the shampoo, etc. Have an open forum after all the presentations.
5 Recap by discussing commonalities of the findings of the groups, the proposed time slots and the rationale for such time slot. Each group submits a copy of their presentations. Class Meetings 10 to 11 Venue: Computer lab Present to students a more accurate way of describing a set of data, that is, using the measures of variation. If possible, use data gathered by the students from their survey. Let students do an activity where they give the characteristics of their set of data using the measures of variation such as range and standard deviation. Select two to three groups to present their outputs. Collect the rest of the outputs of each student. As a way of wrapping up the unit, ask students the question: What does statistics tell us? Follow it up with the question: How does statistics help us decide? Let students reflect on the question and write their reflection on a piece of paper: Who decides for us? Collect all reflections and have time to discuss answers to the last question. Ensure that the class will have enough time to process answers to three questions above. Summarize key points in the unit. After the Unit Thank the computer laboratory person in charge and/or the computer teacher especially if the class(es) learned to use spreadsheet and a presentation software because of their help. Rate each project. Return any equipment used. Revise the unit plan based on implementation experience.
6 Prerequisite Skills It would be better if students have knowledge in using a spreadsheet and a presentation software. In addition, prior knowledge in: setting up and interpreting tables and graphs, constructing and interpreting graphs, and computing averages will help in introducing new Statistics concepts and skills in Statistics which they will learn from this Unit. Differentiated Instruction Resource Student Resource students can be given more homework activities in solving problems where they compute for the mean, median, mode, range and standard deviation. The teacher can also provide them with additional selfpaced learning materials they can refer to as they study at home about measures of central tendency and measures of variation. Gifted Student Gifted students can be assigned to learn about history and elements of statistics, types of variables and data, sampling techniques, measures of central tendency, and measures of variation by doing online treasure hunt activities. Student Assessment 1. The students outputs will be evaluated using the following rubrics: Proposal Rubric (DOC 38.5KB)  will be used to assess the group s proposal in electronic presentation format and Worksheet (DOC 38.5KB)  will be used to assess the group s spreadsheet file that contains their processed data. 2. Students answers to the essential and unit questions in the oral recitation during the 10th meeting will also form part of the assessment. Students s reflections on the last question Who decides for us? will be submitted as a part of the reflection journal of students. 3. The results of the activities on mean, median, and mode, and measures of variability will also serve as bases for assessment.
7 Key Word Search Frequency distribution Mean Median Mode Measures of central tendency Measures of variation Random sampling Range Stratified random sampling Sampling techniques Standard deviation Statistics Survey Credits The first version of this Unit Plan was developed by Monalisa Sasing of UP NISMED as part of the Pedagogical Support System for 2005 MTs. It was implemented by Mr. Cesar Camayra, a 2005 MT of San Juan National High School. After classroom implementation and together with the reviewer from UP NISMED, the plan was revised. This is the enhanced version of Ms. Sasing s Unit Plan. Note: The hyperlinked support documents are not part of the PDF. They can be downloaded and printed individually.
8 Designing Effective Projects: Facts About Numbers Content Standards and Objectives Targeted Philippine Basic Education Curriculum Competencies This unit covers the following BEC learning competencies in Statistics for the topic: Statistics 1. Define statistics and statistical terms such as sample and population; give the history and importance of the study of statistics. 2. Collect statistical data and organize in a table. 2.1 state and explain the different sampling techniques 3. Analyze, interpret accurately and draw conclusions from graphic and tabular presentations of statistical data. 4. Read and understand tables and graphs containing statistical data. 4.1 construct frequency distribution tables. 5. Find the mean, median and mode of given data: grouped and ungrouped data 5.1 use the rules of summation to find sums 5.2 find the arithmetic mean: ungrouped and grouped data 5.3 find the median: ungrouped and grouped data 5.4 find the mode: ungrouped and grouped data 6. Calculate the different measures of variability relative to a given set of data, grouped and ungrouped a. range b. standard deviation 6.1 give the characteristics of a set of data using the measures of variability.
9 Student Objectives/Learning Outcomes At the end of the unit the students should be able to: 1. explain the meaning of statistics and some statistical terms such as sample and population 2. relate the history of the study of statistics 3. classify variables as discrete and continuous 4. classify data as nominal, ordinal, interval, or ratio 5. state and explain the different sampling techniques (random, stratified, systematic, and cluster) 6. use a sampling technique before conducting a survey 7. gather statistical data and construct a frequency distribution table for the said data 8. compute for the mean, median and mode of gathered data 9. process and present statistical data in tables and graphs using spreadsheet 10. analyze, interpret and draw conclusions from the processed data 11. read and understand tables and graphs containing statistical data 12. describe a set of data using measures of variability (range and standard deviation) 13. use a multimedia presentation 14. appreciate the importance of statistics and 15. develop team work
10 Designing Effective Projects: Facts About Numbers Resources Materials and Resources Printed Materials Bluman, Allan G. (1998). Elementary Statistics: A Step by Step Approach. Massachusetts: The McGraw Hill Companies, Inc. Weiss, Neil A. (1995). Introductory Statistics. 4th Ed. Massachusetts: AddisonWesley Publishing Company, Inc. Supplies Bond paper Ink Cartridge or toner for printing CDs or floppy disks Technology Hardware Computer(s) Internet Connection Printer Projection System Technology Software Database/Spreadsheet Multimedia Word Processing Web Browser
Beat the Heat. Unit Summary. Curriculum Framing Questions. Assessment Processes. Instructional Procedures
Beat the Heat Unit Summary In this project, students as environmentalists, investigate silent crimes against our environment. Students understand about environmental issues such as greenhouse effect and
More informationDallastown Area School District Mathematics Curriculum Map Probability and Statistics
Mathematics Curriculum Map Probability and What is? How do we define and interpret the different types of data (variables) used in statistics? 1.11.2 2 days Define the basic terms needed for statistics
More informationBeyond Caveat Emptor. Unit Summary. Curriculum Framing Questions. At a Glance
Beyond Caveat Emptor Unit Summary Students try to understand the ways and means of Consumer Protection and generate awareness of Consumer Rights and Responsibilities by engaging in a projectbased learning
More informationCourse Title: BUS 240 BUSINESS STATISTICS Credit Hours:
Course Title: BUS 240 BUSINESS STATISTICS Credit Hours: 3.0 03.0 Textbook: Bluman, Elementary Statistics Brief with Dta CD and Formula Card, McGrawHill, ISBN 9781259345289, 7 th Edition, 2016 Course
More informationPREPARATION AND DEVELOPMENT ACTIVITIES FOR PRESERVICE AND INSERVICE TEACHERS
PREPARATION AND DEVELOPMENT ACTIVITIES FOR PRESERVICE AND INSERVICE TEACHERS The following eight activities suggest ways to explore the uses of laptops for science and math teaching. These activities
More informationAnalyze Mean, Median, and Mode in a Technology Survey
Analyze Mean, Median, and Mode in a Technology Survey Central tendencies are very important in mathematical data. They are used to describe patterns in data, as well as the most typical value in a set
More informationProject Lesson Plan: Reading in Math/ Adding Fractions with Unlike Denominators
Student Destination: Students will be able to add fractions with unlike denominators, for fractions with denominators that are less than 13. Vehicle: Students will participate in verbal, visual, performance,
More informationConceptual Understanding, Procedural Skills and Application Rubric 0 (Not Found) The content was not found.
Scoring Rubric Middle School Math Adoption Reviewer: Date of Review: Conceptual Understanding, Procedural Skills and Application Rubric 0 (Not Found) The content was not found. 1 (Low) The content was
More informationChapter 1: Review Questions
Name: Chapter 1: Review Questions 1. A researcher is interested in the sleeping habits of American college students. A group of 50 students is interviewed and the researcher finds that these students sleep
More informationHigh School Student Project: AppleWorks or MS Office Investing in the Stock Market
High School Student Project: AppleWorks or MS Office Investing in the Stock Market The Unit of Practice Invitation How can we give students an opportunity to apply the knowledge they ve gained from their
More informationJob Aid. Multimedia Projects ICT Training. Contents. Prepared by Oksana Maibroda
Multimedia Projects ICT Training June 2002 Job Aid Prepared by Oksana Maibroda Contents Developing multimedia projects 1 Developing multimedia projects The purpose of this workshop is to discuss the essential
More informationRETA Training Module Digital Portfolios
RETA Training Module Digital Portfolios Creating and Updating Electronic Portfolios for Professional Development Developed by Marjorie Sharp Margaret Hoskins Julia Parra Fred Lackey Smith Frederick Kd
More informationInstructional Computing in Secondary Schools
Instructional Computing in Secondary Schools Day/Time: Daily, 4:10 9:00 PM (times flexible, see schedule below) Classroom: BH 218 Instructors: Dr. Brian Beatty Office: Department of Instructional Technologies
More informationMDM4U Culminating Project
MDM4U Culminating Project The culminating project is a statistics project requiring the collection, organization, analysis and presentation of information related to a hypothesis investigated by the student.
More informationCareers. Introduction/Overview
Introduction/Overview The career project is designed for eighth grade students during the fourth nineweeks grading period. All eighth graders in Kanawha County are required to choose a track and major
More informationLesson 3: Constructing Circle Graphs. Selected Content Standards. Translating Content Standards into Instruction
Lesson 3: Constructing Circle Graphs Selected Content Standards Benchmarks Addressed: D1M Systematically collecting, organizing, describing, and displaying data in charts, tables, plots, graphs, and/or
More informationHandsOn Data Analysis
THE 2012 ROSENTHAL PRIZE for Innovation in Math Teaching HandsOn Data Analysis Lesson Plan GRADE 6 Table of Contents Overview... 3 Prerequisite Knowledge... 3 Lesson Goals.....3 Assessment.... 3 Common
More informationOklahoma Priority Academic Student Skills (PASS) Algebra 2
A Correlation of Pearson Mathematics 2012 to the Oklahoma Priority Academic Student Skills (PASS) Pearson Mathematics:, Correlated to the (PASS)  Introduction This document demonstrates how Pearson Mathematics:
More informationlesson 1 An Overview of the Computer System
lesson 1 An Overview of the Computer System This lesson includes the following sections: The Parts of a Computer System Looking Inside the Machine Software: Bringing the Machine to Life The Parts of a
More informationA Correlation of. to the. South Carolina Data Analysis and Probability Standards
A Correlation of to the South Carolina Data Analysis and Probability Standards INTRODUCTION This document demonstrates how Stats in Your World 2012 meets the indicators of the South Carolina Academic Standards
More informationRARITAN VALLEY COMMUNITY COLLEGE COMPUTER SCIENCE (CS) DEPARTMENT. CISY 102  Computer Literacy
I. Basic Course Information RARITAN VALLEY COMMUNITY COLLEGE COMPUTER SCIENCE (CS) DEPARTMENT CISY 102  Computer Literacy A. Course Number and Title: CISY102, Computer Literacy B. Date of Proposal or
More informationLAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE
LAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE MAT 119 STATISTICS AND ELEMENTARY ALGEBRA 5 Lecture Hours, 2 Lab Hours, 3 Credits Pre
More informationCurriculum Map  Prob and Statistics  Author: Susan Kelly
Page 1 of 15 Map: Prob and Statistics Grade Level: 12 District: Island Trees Created: 11/10/2007 Last Updated: 11/10/2007 Essential Questions Content Skills Assessments Standards/PIs Re What is statistics?
More informationSession 6. Collaboration Tools. Copyright 2012 SEDL Connecting Kids to Mathematics and Science 6.1
Session 6 Collaboration Tools Copyright 2012 SEDL Connecting Kids to Mathematics and Science 6.1 Acknowledgments Connecting Kids to Mathematics and Science was made possible through the generous support
More informationElementary Statistics: Picturing the World 2009
A Correlation of Picturing the World 2009 To the Virginia Standards of Learning for Probability and Statistics February 2009 INTRODUCTION This document demonstrates how meets the objectives of the Curriculum
More informationStatistics: Introduction:
Statistics: Introduction: STAT 114 Notes Definitions Statistics Collection of methods for planning experiments, obtaining data, and then organizing, summarizing, presenting, analyzing, interpreting, and
More informationIntegrating Technology in the Classroom
Session 5 Integrating Technology in the Classroom Copyright 2012 SEDL Connecting Kids to Mathematics and Science 5.1 Acknowledgments Connecting Kids to Mathematics and Science was made possible through
More informationGrade 7 Effect of outlier on mean, median, mode
Grade 7 Effect of outlier on mean, median, mode 7.SP.2 Determine the effect on the mean, median and mode when an outlier is included in a data set. 1. Analyze a given set of data to identify any outliers.
More informationTECHNOLOGY SELF ASSESSMENT TOOL. Introduction
TECHNOLOGY SELF ASSESSMENT TOOL Introduction Welcome to the Massachusetts Technology SelfAssessment Tool. This technology instrument has been designed for: 1. Teachers: to determine their own levels of
More information430 Statistics and Financial Mathematics for Business
Prescription: 430 Statistics and Financial Mathematics for Business Elective prescription Level 4 Credit 20 Version 2 Aim Students will be able to summarise, analyse, interpret and present data, make predictions
More informationTECHNOLOGY LITERACY COURSE CURRICULUM FOR TEACHERS AND TRAINERS
TECHNOLOGY LITERACY COURSE CURRICULUM FOR TEACHERS AND TRAINERS For Dr. John Ritz OTED 785 By Jenny Buchanan And Nancy Sexton Wytheville Community College Site 582 July 24, 2000 CURRICULUM FOUNDATIONS
More informationGrades 12 Mathematics Framework for FORMATIVE/CLASSROOM Instruction and Assessment Productive Domains of Speaking and Writing
Grades 12 Mathematics Framework for FORMATIVE/CLASSROOM Instruction and Assessment Productive Domains of Speaking and Writing Pennsylvania English Language Standard 3 English language learners communicate
More informationRequisite Approval must be attached
Requisite Approval must be attached CITRUS COMMUNITY COLLEGE DISTRICT DEPARTMENT Mathematics COURSE NUMBER MATH 165 TITLE Introductory Statistics THIS COURSE IS CLASSIFIED AS: DEGREE APPLICABLE UNIT VALUE
More informationINTERVIEW RESPONSIBLE IN TEACHER TRAINING (HEADMASTER, PROGRAM MANAGER, )
INTERVIEW RESPONSIBLE IN TEACHER TRAINING (HEADMASTER, PROGRAM MANAGER, ) 1. Can you tell us about the aims of technology integration in your teacher training programs and how they are evaluated? a. Are
More informationPBS TeacherLine Course Syllabus
1 Title Teaching with WebQuests Target Audience This course is intended for preservice and inservice teachers of grades K12. Prerequisites To successfully participate and complete the assignments in
More informationSurvey of Algebra Teachers Topic: Teaching Algebra in a Block Schedule
Survey of Algebra Teachers Topic: Teaching Algebra in a Block Schedule Consider the following statements involving teaching algebra in an alternate day extended block schedule. Indicate whether you: 1
More informationPriority Academic Student Skills
INSTRUCTIONAL TECHNOLOGY Grades 112 These Priority Academic Student Skills have been created using the International Society for Technology in Education (ISTE) National Education Technology Standards
More informationIntegrating Social Studies across the Curriculum
Integrating across the Curriculum Introduction Reinforces Literacy Instruction This guide discusses how integrates other subject content areas into the social studies curriculum. Social studies as a discipline
More informationCollege of Notre Dame New CTC Technology Standard Certification Proficiency Checklist
College of Notre Dame New CTC Technology Standard Certification Proficiency Checklist Level One: Basic Proficiency Objective: To ensure educators are able to: Communicate and collaborate electronically
More informationII C. Skill Objectives III.
MATH: Probability and Statistics Grade Level: 7 th grade Math Presented by: Karen Phillips, Yerger Middle School, Hope, Arkansas Length of Unit: Five lessons (Ten days) I. ABSTRACT This unit focuses on
More informationContextualized Learning Activities (CLAs)
January 2008 Specialist High Skills Major (SHSM) 1 Notes: This CLA is missing the attachments referred to at the end of the template. As such this is just an idea with no student activities or teacher
More informationPBS TeacherLine Course Syllabus
1 Title Enabling Students with Special Needs to Succeed in Target Audience This course is designed for teachers or specialists who serve classroom students with special needs, grades 48. Course Description
More informationMATH Elementary Probability and Statistics. Chapter 1 Introduction to Statistics
Elementary Probability and Statistics MATH 1530 Cheryl B. Slayden Associate Professor of Mathematics Some Graphics by Bob Maschak Media Specialist 1 Permission has been granted by Pearson/AddisonWesley
More informationProtocol for Designing a Unit of Engaging Student Work Page 1 of 12
Protocol for Designing a Unit of Engaging Student Work Page 1 of 12 Grade Level/Subject: Grade 4/Robotics School: Armstrong, Bradfield, Hyer, University Park Timeline: Spring Semester Title of Unit: Robotics
More informationExam # 1 STAT The number of people from the state of Alaska الاسكا) (ولاية who voted for a Republican
King Abdulaziz University Faculty of Sciences Statistics Department Name: ID No: Exam # 1 STAT 11 First Term 149143H Section: 6 You have 6 questions in 7 pages. You have 1 minutes to solve the exam. Please
More informationMathematics Policy Reviewed 2015
Mathematics Policy Reviewed 2015 Introduction This policy outlines the teaching, organisation and management of the mathematics taught and learnt at Grange Valley Primary School. The policy has been drawn
More informationUnit: Introduction to Algebra Grade/Class:_7th
Unit: Introduction to Algebra Grade/_7th Academic Content Standard(s): Mathematical Reasoning 1.0, 2.0 and 3.0; Algebra and Functions 1.0 DIRECTIONS: Summarize your plans for the standard/focus, instructional
More informationPatterns, Relationships, and Algebraic Thinking
Patterns, Relationships, and Algebraic Thinking Activity: TEKS: Sequences, Sequences Everywhere! (8.5) Patterns, relationships, and algebraic thinking. The student uses graphs, tables, and algebraic representations
More informationData Analysis. Jerry Bellefeuille Matt Nohner
Data Analysis Jerry Bellefeuille Matt Nohner Overview The following unit will allow students to explore distributions that are not symmetric. It begins with a lesson that reviews dot plots and histograms
More informationGeorgia s Technology Literacy Challenge Fund Grant Application. Bremen City Schools. Section 3: Grant Proposal
1 Georgia s Technology Literacy Challenge Fund Grant Application Bremen City Schools Section 3: Grant Proposal Narrative: Due to our system size (total enrollment: 1,430 prek to 12) and our belief that
More informationMATHEMATICS AP Statistics Standard: Number, Number Sense and Operations. MATHEMATICS AP Statistics Standard: Measurement
Standard: Number, Number Sense and Operations Number and A. Apply factorials and exponents, including fractional 1. Use factorial notation and computations to represent Number Systems exponents, to solve
More informationDATA HANDLING (3) Overview. Measures of dispersion (or spread) about the mean (ungrouped data) Lesson. Learning Outcomes and Assessment Standards
42 DATA HANDLING (3) Learning Outcomes and Assessment Standards Learning Outcome 4: Data handling and probability Assessment Standard AS 1(a) Calculate and represent measures of central tendency and dispersion
More informationRUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE STATISTICS AND PROBABILITY
RUTHERFORD HIGH SCHOOL Rutherford, New Jersey COURSE OUTLINE STATISTICS AND PROBABILITY I. INTRODUCTION According to the Common Core Standards (2010), Decisions or predictions are often based on data numbers
More informationSTUDYING THE MEDIAN: A FRAMEWORK TO ANALYSE INSTRUCTIONAL PROCESSES IN STATISTICS EDUCATION
STUDYING THE MEDIAN: A FRAMEWORK TO ANALYSE INSTRUCTIONAL PROCESSES IN STATISTICS EDUCATION Juan D. Godino University of Granada, Spain In this paper we describe the main ideas in a theoretical model that
More informationData Handling. Lesson Plans. Noemi Navas Arranz Escola Bufalà. February April University of Aberdeen
February April 2011 University of Aberdeen UNIT: DATA HANDLING Lessons: 1, 2 and 3  A survey Level: 6 Aims: To gather information about the classmates Timing: 3 lessons Subject skills Mathematical: Can
More informationCTB/McGrawHill. Grade 7 Benchmark 1 Math Test ID: 75010
Page 1 of 15 Developed and published by CTB/McGrawHill LLC, a subsidiary of The McGrawHill Companies, Inc., 20 Ryan Ranch Road, Monterey, California 939405703. test for both cust and diag All rights
More informationPBS TeacherLine Course Syllabus
1 Title Math in Everyday Life for Grades K5 Target Audience This course is intended for preservice and inservice grades K5 teachers. Prerequisites To participate successfully in this course, learners
More informationTEACHING SAMPLE PROJECT Fresno Assessment of Student Teachers (FAST) (NAEYC Standards 1,2,3,4,5 See #1A for Addendum)
TEACHING SAMPLE PROJECT Fresno Assessment of Student Teachers (FAST) (NAEYC Standards 1,2,3,4,5 See #1A for Addendum) Successful teachers support learning by designing instructional units that employ a
More informationAdding and Subtracting Polynomials Using Algebra Tiles. This is a one day lesson planned for an hour.
1 Adding and Subtracting Polynomials Using Algebra Tiles This Lesson is designed for an 8 th Grade Algebra Class This is a one day lesson planned for an hour. Materials needed: A class set of Algebra Tiles
More informationStatistics and Probability (Data Analysis)
Statistics and Probability (Data Analysis) Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Specific Learning Outcomes Specific Learning Outcomes Specific Learning Outcomes 2.SP.1. Gather and record data about
More informationDBA 7310, Statistics for Business and Research Course Syllabus. Course Description. Prerequisites. Course Textbook.
DBA 7310, Statistics for Business and Research Course Syllabus Course Description Emphasizes practicality and flexibility in its approach to augmenting business decisionmaking. A practical approach is
More informationTruman CollegeMathematics Department Math 125CD: Introductory Statistics Course Syllabus Fall 2012
Instructor: Dr. Abdallah Shuaibi Office #: 3816 Email: ashuaibi1@ccc.edu URL: http://faculty.ccc.edu/ashuaibi/ Phone #: (773)9074085 Office Hours: Truman CollegeMathematics Department Math 125CD: Introductory
More information2. SCHOOL POLICY AND THE NATIONAL CURRICULUM
POLICY TITLE: REVISED: 29 th April 2014 NEXT REVIEW DATE: Spring / 2017 APPROVED BY COMMITTEE: Pupil Matters Committee 1. THE NATURE OF ICT Information and Communications Technology (ICT) is concerned
More informationThe Resources by Chapter book contains blackline masters of support material. Here is a list of resources available in the book.
The Resources by Chapter book contains blackline masters of support material. Here is a list of resources available in the book. Resources by Chapter Copyright Big Ideas Learning, LLC 1 of 19 The front
More informationAPPENDIX I.A. Alignment of ISTE National Educational Technology Standards with Proposed Programs
APPENDIX I.A. Alignment of ISTE National Educational Technology Standards with Proposed Programs I. Technology Operations and Concepts. Teachers demonstrate a sound understanding of technology operations
More informationSession 3. Telling the Story
Session 3 Telling the Story Acknowledgments Connecting Kids to Mathematics and Science was made possible through the generous support of the following foundations: Educational Foundation of America KDKHarman
More informationNETS for Teachers: Achievement Rubric
NETS for Teachers: Achievement Rubric DRAFT (March 18, 2005) Purpose: This draft version of the NETS for Teachers: Achievement Rubric is available online for educational technology professionals to review
More informationTeaching guide: Averages
Teaching guide: Averages Mathematics for GCSE Science This resource helps you to deliver the mathematical requirements that students are required to demonstrate in the new GCSE Science specifications.
More informationSeventh Grade Statistics
Seventh Grade Statistics Grade: 7 Time Span: 5 days Tools used in this unit: Class set of computers (w/ internet access) Colored building cubes Newspapers Class set of TI 73 calculators Overhead TI 73
More informationComparing Sets of Data Grade Eight
Ohio Standards Connection: Data Analysis and Probability Benchmark C Compare the characteristics of the mean, median, and mode for a given set of data, and explain which measure of center best represents
More informationSTA201TE. 5. Measures of relationship: correlation (5%) Correlation coefficient; Pearson r; correlation and causation; proportion of common variance
Principles of Statistics STA201TE This TECEP is an introduction to descriptive and inferential statistics. Topics include: measures of central tendency, variability, correlation, regression, hypothesis
More informationBTSA Induction StandardsBased Lesson Planner Template
BTSA Induction StandardsBased Lesson Planner Template The lesson Planner is one tool that may assist you in developing standardsbased lesson plans in a systematic manner. Lesson Title: Results Focus:
More informationKey Instructional Shifts of the Common Core State Standards for Mathematics
Key Instructional Shifts of the Common Core State Standards for Mathematics Focus strongly where the Standards focus The Standards call for a greater focus in mathematics. Rather than racing to cover topics
More informationLesson Plan. Financial Literacy in Grade 4 Mathematics and Language Planning a Pet Purchase
Lesson Plan Planning a Pet Purchase Students develop problemsolving skills and their understanding of money as they think about what it might cost to purchase and care for a pet. Using a readaloud book
More informationCOMPUTER SCIENCE TECHNOLOGY ITSC 1301 INTRODUCTION TO COMPUTERS Website: http://swc2.hccs.cc.tx.us/csci Course Syllabus
COMPUTER SCIENCE TECHNOLOGY ITSC 1301 INTRODUCTION TO COMPUTERS Website: http://swc2.hccs.cc.tx.us/csci Course Syllabus Course Description: Credit: 3(2 lecture, 2 lab) An introductory course to provide
More informationLAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE
LAGUARDIA COMMUNITY COLLEGE CITY UNIVERSITY OF NEW YORK DEPARTMENT OF MATHEMATICS, ENGINEERING, AND COMPUTER SCIENCE MAT 119 STATISTICS AND ELEMENTARY ALGEBRA Instructor Name: 5 Lecture Hours, 2 Lab Hours,
More information8 Exploring Ratio, Proportion, and Percent
8 Exploring Ratio, Proportion, and Percent Chapter Pacing Guide Please note that this pacing guide is based upon completing the entire text in 165 classes, approximately 50 minutes each. More time can
More informationName. February 11, 2016
Math 153  Test 1 February 11, 2016 Name Score Show all work to receive full credit. Supply explanations where necessary. You may use your calculator for all statistical computations. 1. (12 points) The
More informationFactoring Quadratic Trinomials
Factoring Quadratic Trinomials Student Probe Factor x x 3 10. Answer: x 5 x Lesson Description This lesson uses the area model of multiplication to factor quadratic trinomials. Part 1 of the lesson consists
More informationGovernors State University College of Business and Public Administration. Course: STAT 36103 Statistics for Management I (Online Course)
Governors State University College of Business and Public Administration Course: STAT 36103 Statistics for Management I (Online Course) Instructor: Kevin M. Riordan, M.A. Session: Fall Semester 2011 Prerequisite:
More informationPolygons and Area. Overview. Grade 6 Mathematics, Quarter 4, Unit 4.1. Number of instructional days: 12 (1 day = minutes)
Grade 6 Mathematics, Quarter 4, Unit 4.1 Polygons and Area Overview Number of instructional days: 12 (1 day = 45 60 minutes) Content to be learned Calculate the area of polygons by composing into rectangles
More informationLesson Plan Assignment
Lesson Plan Assignment Lesson Overview Lesson Topic or Title CurriculumFraming Questions/Problem What is the bigger picture? (essential question; this is optional for all classes Why do butterflies have
More informationTeaching Statistics and Research Methods: A Collection of Handson Activities and Demonstrations
Teaching Statistics 1 Teaching Statistics and Research Methods: A Collection of Handson Activities and Demonstrations Karen Y. Holmes and Antonio Jemes Norfolk State University Renita Stukes Hampton University
More information7 Multiplying and Dividing Fractions
7 Multiplying and Dividing Fractions Chapter Pacing Guide Please note that this pacing guide is based upon completing the entire text in 165 classes, approximately 50 minutes each. More time can be allotted
More informationStatistical POPULATION : Collection of data we wish to gather information about  Eg: All students of CFS IIUM
CHAPTER 3: INTODUCTION TO STATISTICS The Statistical Process Statistical POPULATION : Collection of data we wish to gather information about  Eg: All students of CFS IIUM Make Inferences : Determine
More informationThe History of St. Joseph Classroom Technology
With each passing year, the traditional classroom is in the process of implementing The History of St. Joseph Classroom Technology a new and exciting way to teach students. The new technology of today
More informationCommon Course Outline
Date of Original: September 1988 Date of Revision: October 2007 Effective Date: Fall 2008 Common Course Outline A. Course Prefix, Number, and Title: BUS 1101, Introduction to Business MNTC No B. Semester
More informationSimplifying Numerical Expressions Grade Five
Ohio Standards Connection Number, Number Sense and Operations Benchmark E Use order of operations, including use of parenthesis and exponents to solve multistep problems, and verify and interpret the
More informationTECHNOLOGY! COMPUTERS! READY OR NOT! An Independent Computer Research Project
TECHNOLOGY! COMPUTERS! READY OR NOT! An Independent Computer Research Project TEACHER NOTES Grade: 6 to 9 Subject: Technology Group Size: Two or three students per team Duration: Three weeks or longer,
More informationExemplar 7 Constructing Data Sets from Given Mean, Median and Mode
Exemplar 7 Exemplar 7 Constructing Data Sets from Given Mean, Median and Mode Objectives To construct data sets from given mean, median and mode Learning Unit Measures of Central Tendency Key Stage 3 Materials
More informationMaryland Technology Literacy Standards for Students
Standard 1.0 Technology Systems: Develop foundations in the understanding and uses of technology systems Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 A. Systems A. Systems A. Systems A. Systems
More informationGuided Reading 9 th Edition. informed consent, protection from harm, deception, confidentiality, and anonymity.
Guided Reading Educational Research: Competencies for Analysis and Applications 9th Edition EDFS 635: Educational Research Chapter 1: Introduction to Educational Research 1. List and briefly describe the
More informationPBL: STATISTICAL ANALYSIS
Competency: Descriptive Statistical Analyses 1. Define descriptive statistics. 2. Identify the focus for descriptive analysis. 3. Distinguish between descriptive statistics and inferential statistics.
More informationLecture 1: Chapters 1, 2 Introduction, Sampling
Lecture 1: Chapters 1, 2 Introduction, Sampling Variable Types and Roles Summarizing Variables 4 Processes of Statistics Data Production; Sampling Cengage Learning Elementary Statistics: Looking at the
More informationField Experience in Education Essential Curriculum Students will examine and formulate a definition of what makes an effective teacher.
Unit I: Orientation to the Classroom Field Experience in Education Essential Curriculum 2009 Students will examine and formulate a definition of what makes an effective teacher. a. Through observation,
More informationDifferentiated Instruction & Understanding By Design Lesson Plan Format
Differentiated Instruction & Understanding By Design Lesson Plan Format Title: Data Analysis Subject Matter Emphasis and Level: Math, 5 th grade Author: Jolene (Oftedahl) Thompson School District: Mitchell
More informationTool 3 Overarching Considerations. Equity Formative Assessment Technology
Tool 3 Overarching Considerations Equity Formative Assessment Technology 1 CCSSM Curriculum Materials Analysis ProjectOverarching Considerations (Tool 3) Page 1 CCSSM Curriculum Analysis Tool 3 (Overarching
More informationFactoring Quadratic Trinomials
Factoring Quadratic Trinomials Student Probe Factor Answer: Lesson Description This lesson uses the area model of multiplication to factor quadratic trinomials Part 1 of the lesson consists of circle puzzles
More informationSession 1.6 Measures of Central Tendency
Session 1.6 Measures of Central Tendency Measures of location (Indices of central tendency) These indices locate the center of the frequency distribution curve. The mode, median, and mean are three indices
More informationIntroduction to statistics Tables and Data Distributions Regression Analysis. Statistics. Stephen King. November 15, Stephen King Statistics
November 15, 2012 is the study of the collection, analysis, interpretation, and presentation of data. Data can be classified into two separate sections; Numerical or Categorical Types of Data Numerical
More information